基于实践取向的教师知识精致化度量——美国现代数学教师资格测试的启示  

Elaborated Measurements for Teachers' Knowledge Based on Practice Orientation——Revelation of Contemporary American Teacher Qualification Tests

作　　者：张伟平[1] 

机构地区：[1]上海师范大学数理学院

出　　处：《外国中小学教育》2016年第11期46-53,24,共9页Primary & Secondary Schooling Abroad

基　　金：2016年上海市教育科研一般项目"基于学科教学构造式实践取向的优秀教师课堂关键事件研究"(编号:A-9103-16-006011)的阶段性研究成果

摘　　要：本文首先梳理了美国现代教师资格测试的类别和特点,并辅以测试题样本,描述了现代教师知识度量的发展态势,指出其发展动力在于教师知识研究的进展,并与测试方法的改进和"专业化"管理的争辩密切相关。针对我国教师知识度量中存在的问题分析了美国现代教师知识度量的鲜明特点,指出扎根于鲜活的学科教学实践、具体化、精致化的教师知识度量才是合理化风向标。最后,对教师知识度量和教师资格测试提出了合理化建议。Firstly, the categories and characteristics of contemporary American teacher qualification tests were described in the paper with illustrating the samples of tests. And the paper figured out the development of trend of contemporary teacher knowledge measurement whose motivation were thought to contribute to the development of teachers＇ knowledge and have close relevance to the improvement of tests as well as the disputes of ＂specialization＂ management. Secondly, concerning the phenomenon of outdated content, simple and rude methods of measurement,pure routine of measurement, political and non- specialization in measurement, lack of hierarchy in measurement without choice for teachers resulting in reluctance engagement for teachers in measurement. The paper analyzed the striking features of contemporary American teacher knowledge measurement, claiming that reasonable indication was determined by context and elaborated measurement for teachers＇ knowledge based on lively subject teaching practice.

关 键 词：实践取向 教师知识 精致化度量 数学教师 资格测试 

分 类 号：G451.1[文化科学—教育学]